@inproceedings{gonzales-etal-2025-dlsu,
    title = "{DLSU} at {BEA} 2025 Shared Task: Towards Establishing Baseline Models for Pedagogical Response Evaluation Tasks",
    author = "Gonzales, Mark Edward M.  and
      Lim, Lanz Kendall  and
      Manlises, Maria Monica",
    editor = {Kochmar, Ekaterina  and
      Alhafni, Bashar  and
      Bexte, Marie  and
      Burstein, Jill  and
      Horbach, Andrea  and
      Laarmann-Quante, Ronja  and
      Tack, Ana{\"i}s  and
      Yaneva, Victoria  and
      Yuan, Zheng},
    booktitle = "Proceedings of the 20th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2025)",
    month = jul,
    year = "2025",
    address = "Vienna, Austria",
    publisher = "Association for Computational Linguistics",
    url = "https://preview.aclanthology.org/test-year-match/2025.bea-1.101/",
    doi = "10.18653/v1/2025.bea-1.101",
    pages = "1260--1265",
    ISBN = "979-8-89176-270-1",
    abstract = "We present our submission for Tracks 3 (Providing Guidance), 4 (Actionability), and 5 (Tutor Identification) of the BEA 2025 Shared Task on Pedagogical Ability Assessment of AI-Powered Tutors. Our approach sought to investigate the performance of directly using sentence embeddings of tutor responses as input to downstream classifiers (that is, without employing any fine-tuning). To this end, we benchmarked two general-purpose sentence embedding models: gte-modernbert-base (GTE) and all-MiniLM-L12-v2, in combination with two downstream classifiers: XGBoost and multilayer perceptron. Feeding GTE embeddings to a multilayer perceptron achieved macro-F1 scores of 0.4776, 0.5294, and 0.6420 on the official test sets for Tracks 3, 4, and 5, respectively. While overall performance was modest, these results offer insights into the challenges of pedagogical response evaluation and establish a baseline for future improvements."
}